Executive Summary

Women Graduates of Single-Sex and Coeducational High Schools:Differences in their Characteristics and the Transition to College

Linda J. Sax, Ph.D., Principal Investigatorwith Emily Arms, Ph.D., Maria Woodruff, M.A., Tiffani Riggers, M.S.Ed., and Kevin Eagan, M.A.

UCLA Graduate School of Education & Information Studies

Enhancing awareness of critical issues related to education and information studies, The Sudikoff Family Insti-tute utilizes the popular press and other media to disseminate the work of UCLA Graduate School of Education& Information Studies scholars to policymakers, educators, and the general public. Sudikoff Fellows are choseneach year from the GSE&IS faculty to provide expertise and inform the public on a number of critical issues ineducation and new media. The Institute serves as a liaison between Fellows and the greater public, providingcommunications support and expertise.

Associate Professor of Education Linda J. Sax, a 2007–08 Sudikoff Fellow, studies gender differences in collegestudent development, and women in particular, to determine how institutional characteristics, peer and facultyenvironments, and forms of student involvement may affect women and men college students differently.

“Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and theTransition to College,” analyzes the effects of attending single-sex high schools on students’ transition tocollege. The Sudikoff Family Institute for Education & New Media at the UCLA Graduate School of Education &Information Studies made publication of this report possible.

To download a copy of the full report, please visit: www.gseis.ucla.edu/sudikoff.

Published by:The Sudikoff Family Institute for Education & New Media

UCLA Graduate School of Education & Information Studieswww.gseis.ucla.edu/sudikoff

2341 Moore Hall, Box 951521Los Angeles, CA 90095-1521

(310) 206-0513

UCLA Graduate School of Education & Information Studies

Women Graduates of Single-Sexand Coeducational High Schools:

Differences in their Characteristics and the

Transition to College

INTEREST IN SINGLE-SEX EDUCATION has been on the rise over the past two

decades, first in the private sector and more recently in the public sector

following the U.S. Department of Education’s 2006 authorization of single-

sex classes in public schools. As opportunities for public and private single-

sex education have expanded, the debate surrounding this issue has become

more heated. Sex-segregated schools and classrooms are viewed by many as

a possible antidote to gender inequities that have been documented

throughout all levels of education. Others, however, raise concerns that

single-sex settings run the risk of reinforcing sex-based stereotypes and

exacerbating gender gaps in educational opportunity.

The ongoing debate over single-sex education has led to greater demand for evidence

of its effectiveness. Researchers, educators, policymakers, and the public-at-large are

anxious to know whether single-sex education makes a difference, and if so, how, and

for whom? Recent reviews of research on single-sex education have concluded that the

evidence is mixed, due in large part to the difficulty of attributing differences between

single-sex and coeducational students specifically to the single-sex nature of their

experience. All reviews emphasize the need for more research on single-sex education,

especially that which examines a variety of outcomes, uses large and representative

samples, and relies on sophisticated methodologies that can disentangle the effects of

single-sex schooling from other confounding influences.

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Commissioned by the National Coalition of Girls’ Schools (NCGS), this report

contributes new data to the debate over single-sex education, with a focus exclusively on

the experience of female students from single-sex and coeducational high schools.

Drawing from the renowned Freshman Survey, an annual, nationwide study of students

entering their first year of college conducted by UCLA’s Higher Education Research

Institute, the study compares the backgrounds, behaviors, attitudes, and aspirations of

6,552 women graduates of 225 private single-sex high schools with 14,684 women who

graduated from 1,169 private coeducational high schools; the database also includes

responses of male students, though they are not examined in this report. The research

separately considers female students from independent and Catholic school sectors, and

distinguishes the effects of single-sex schooling from the role played by other high school

characteristics as well as the demographic backgrounds of females who attend all-girls’

schools. Due to its large, national sample and number of control variables, this current

study aims to make a notable contribution to the research on single-sex education.

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Key Findings

Differences between single-sex and coeducational alumnae were assessed in two

ways. The first involved simple descriptive comparisons between these groups

within independent and Catholic school sectors, and the second involved a multi-

level analysis that accounted for differences in the single-sex and coeducational groups in

terms of their background characteristics and features of the high school they attended.

DESCRIPTIVE RESULTS

The descriptive results reveal significant differences

between single-sex and coeducational alumnae.

Though generally small, distinctions extend across

multiple categories, including self-confidence, polit-

ical and social activism, life goals, and career orienta-

tion. Although future research will need to tell us

whether such differences are sustained throughout

college and beyond, at least at the point of college

entry, most results are favorable to single-sex gradu-

ates. These include the following statistically signifi-

cant differences:

Greater Academic Engagement. Women graduates of single-sex schools exhibit higher

academic engagement than do their coeducational counterparts as measured by survey

questions on time spent studying or doing homework, studying with other students,

tutoring other students and talking with teachers outside of class:

! Nearly two-thirds (62 percent) of women graduates of independent single-sex

schools report spending 11 or more hours per week studying or doing homework

in high school, compared to less than half (42 percent) of independent coeduca-

tional graduates. Study levels are comparatively lower among Catholic school

alumnae, though the gap between single-sex and coeducational graduates

remains significant (35 percent for Catholic single-sex versus 24 percent for

Catholic coeducational graduates).

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The descriptive resultsreveal significant

differences betweensingle-sex and coeduca-tional alumnae. Though

generally small, distinctions extend across

multiple categories,including self-confidence,

political and socialactivism, life goals, and

career orientation.

! Students from single-sex schools are also more likely to engage in group study,

with a full 53 percent of independent single-sex graduates reporting that they

study with other students on a frequent basis, compared with 45 percent among

independent coeducational graduates. Within Catholic schools, this difference is

40 percent for Catholic single-sex graduates versus 34 percent of Catholic coedu-

cational graduates.

! Additional evidence of peer-based academic engagement is seen in the finding

that nearly two-thirds (65 percent) of women graduates of independent single-

sex schools report frequently or occasionally tutoring other students in high

school, compared with 58 percent among women who attended independent

coeducational schools.

! Single-sex graduates also report more time talking with teachers outside of

class, especially in the independent school sector, where 37 percent of single-sex

graduates reported spending three or more hours per week meeting with

teachers apart from class, compared to 30 percent among women graduates of

independent coeducational schools.

Higher SAT Scores. Women who attended single-sex

schools tended to outscore their coeducational counter-

parts on the SAT. Mean SAT composite scores (Verbal

plus Math) are 43 points higher for single-sex gradu-

ates within the independent school sector, and 28

points higher for single-sex alumnae in the Catholic

school sector.

Greater Interest in Graduate School. Women who attended single-sex schools are slightly

more likely than those who attended a coeducational school to say that they are going to

college to prepare for graduate school (71 percent to 66 percent) and to choose a college

because its graduates are admitted to top graduate schools (45 percent to 41 percent).

Higher Academic Self-Confidence. In addition to reporting higher levels of academic

engagement, single-sex graduates — especially those from independent schools — tend

to exhibit slightly higher levels of academic self-confidence:

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Women who attendedsingle-sex schools tendedto ouscore their coeduca-tional counterparts on the SAT.

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! 81 percent of women graduates of independent

single-sex schools rate themselves “above

average” or in the “highest 10 percent” for

academic ability, compared to 75 percent of

women graduates of independent coeduca-

tional schools.

! Nearly 60 percent of women graduates of inde-

pendent single-sex schools rate themselves

“above average” or in the “highest 10 percent”

with regard to intellectual self-confidence,

compared to 54 percent of their independent

coeducational school counterparts.

! 64 percent of women graduates of independent single-sex schools rate their

writing ability “above average” or in the “highest 10 percent” compared to 59

percent of independent coeducational school graduates.

! 45 percent of women graduates of independent single-sex schools rate their

public speaking ability “above average” or in the “highest 10 percent,” compared

to 39 percent of women graduates of independent coeducational schools.

Higher Confidence in Mathematical Ability and Computer Skills. Graduates of single-sex

schools also arrive at college with greater confidence in their mathematical and

computer abilities:

! The gap in math confidence is most pronounced in the independent school

sector, where 48 percent of female graduates of independent single-sex schools

rate their math ability “above average” or in the “highest 10 percent” compared

to 37 percent of independent coeducational graduates.

! With regard to computer skills, 36 percent of women graduates of independent

single-sex schools rate themselves in the highest categories, compared to 26

percent of women graduates of independent coeducational schools. A similar gap

in computer skill self-confidence exists for Catholic school alumnae, with 35

percent of single-sex graduates rating their computer skills as above average or

in the highest 10 percent compared to 27 percent of coeducational graduates.

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48 percent of womengraduates of independent

single-sex schools rate thmselves “above

average” or in the“highest 10 percent”

for math ability,compared to 37 percent of women graduates ofindependent coeduca-

tional schools.

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Greater Interest in Engineering Careers. Career aspirations are largely similar for graduates of

single-sex and coeducational schools, except when it comes to engineering. Single-sex school

alumnae are more likely than their coeducational peers to state that they plan to become engi-

neers. The single-sex versus coeducation gap is greatest in the independent schools, where

single-sex alumnae are three times more likely than women graduates of coeducational

schools to report that they intend to pursue a career in engineering (4.4 versus 1.4 percent).

Stronger Predisposition Towards Co-Curricular Engage-

ment. Graduates of single-sex schools are more likely

than their coeducational counterparts to report that

there is a very good chance they will participate in

student clubs or groups while they are in college. This is

especially true in the independent sector, where 70

percent anticipate involvement in campus organiza-

tions, compared to 60 percent of coeducational alumnae.

Greater Political Engagement. Female graduates of

single-sex schools are more likely than their coeducational counterparts to report that they

frequently discuss politics in class and with friends. Political engagement is especially

strong at independent schools, where 58 percent of independent single-sex graduates

report that it is “very important” or “essential” for them to keep up to date with political

affairs, compared to 48 percent of women graduates of independent coeducational schools.

Women at Catholic single-sex schools also are more likely to value political engagement

(43 percent compared to 36 percent).

RESULTS OF MULTILEVEL ANALYSES

Though the descriptive analyses reveal more than one hundred statistically significant

differences between women graduates of single-sex and coeducational schools, what is

most noteworthy is the number of differences that remain statistically significant when

accounting for background differences between these two populations, including student

demographics (e.g., race/ethnicity, family income, and parental education) as well as

characteristics of the high schools they attended (e.g., enrollment and course offerings).

Specifically, the second part of our analyses used hierarchical linear modeling (HLM)

to reveal that all-girls’ schools, whether independent or Catholic-affiliated, produce

graduates who enter college slightly more academically and politically engaged than

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Graduates of single-sex schools are more likely than their coeducational counterparts to report thatthere is a very good chancethey will participate in student clubs or groups while they are in college.

women from similar backgrounds who attended coeducational private schools. Girls’

schools also produce alumnae who possess more confidence in their mathematical and

computer skills, and are more likely to desire careers in engineering. Additional

benefits are found specifically within the Catholic school sector, where attendance at

an all-girls’ school enhances students’ scientific orientation (especially for Latinas),

predicts higher SAT scores, and promotes an orientation towards college that is more

educationally-motivated and less economically-motivated than is found among female

graduates of Catholic coeducational schools.

Conclusions

This study identifies several areas in which

single-sex education appears to produce

favorable outcomes for female students, espe-

cially in terms of their confidence, engagement, and

aspirations, most notably in areas related to math

and science. Thus, while the benefits of single-sex

education are fairly small, they tend to be in areas

that have historically favored men and therefore

represent a potentially effective vehicle for miti-

gating longstanding gender gaps.

Yet, the report also acknowledges that we cannot draw

unilateral conclusions about single-sex education, as

such determinations depend on which populations are

studied, which student and school characteristics are considered, and which outcomes are

examined. Thus, the study points the way towards an important research agenda on this

topic: How and why do single-sex schools produce positive outcomes and which conditions

could be transferred to coeducational schools? Which types of students benefit most from

single-sex education? Do the benefits of single-sex education persist throughout college and

beyond? In addition, how do the effects of single-sex education compare for males versus

females? Attention to these questions using carefully designed and executed studies will

add vital context to the ongoing debate regarding public and private single-sex schooling.

To download a copy of the full report, please visit: www.gseis.ucla.edu/sudikoff.

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The study points the waytoward an important

research agenda on thistopic: How and why do

single-sex schools producepositive outcomes and

which conditions could be transferred to

coeducational schools?Do the benefits of

single-sex educationpersist throughout

college and beyond?

Acknowledgments

Anumber of individuals and organizations were instrumental in making this

report possible. The Higher Education Research Institute at UCLA provided

the student data that were essential in conducting the research. We are

indebted to the graduate students who worked on early phases of the project, espe-

cially Jennifer Curley Mallen, Julie Park, Casey Eznekier Shapiro, and Hanna Song

Spinosa. Their efforts were instrumental in crafting the student databases, coding

data for thousands of high schools, and conducting preliminary analyses that served

as a framework for the present study. Our appreciation also extends to Professor

James Catterall of UCLA and Professor Amanda Datnow of UC San Diego, who

provided constructive and insightful feedback on the draft report. We also thank Dean

Aimée Dorr, Kathy Wyer, and the Sudikoff Family Institute for Education & New

Media at UCLA’s Graduate School of Education & Information Studies for providing

support and resources for the dissemination of this report. Finally, we are grateful to

the National Coalition of Girls’ Schools, who provided financial support for the devel-

opment of this report and who have demonstrated a commitment to supporting quality

research on single-sex education.

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ABOUT THE AUTHOR

Linda J. Sax is Associate Professor of Higher Education in the Graduate School of Education & Information Studiesat UCLA, where she also serves as faculty director of the Master’s in Student Affairs program. Dr. Sax teachesgraduate courses in research methodology, evaluation of higher education, and gender issues in higher educa-tion. She received her B.A. degree in 1990 in political economy from the University of California, Berkeley, andher M.A. (1991) and Ph.D. (1994) degrees in higher education from UCLA. From 1994–2005, Dr. Sax served asDirector of the Cooperative Institutional Research Program (CIRP) and Associate Director of the Higher EducationResearch Institute (HERI) at UCLA, where she oversaw nationwide surveys of college students and faculty.

Dr. Sax’s research focuses on gender differences in college student development, and specifically examines howinstitutional characteristics, peer and faculty environments, and forms of student involvement may differen-tially affect male and female college students. Her book, The Gender Gap in College: Maximizing the Develop-mental Potential of Women and Men (Jossey-Bass, 2008), explores the impact of college experiences onnumerous student outcomes in the areas of academic achievement, self-concept, life goals, career develop-ment, physical and emotional health, and political and social attitudes. The book addresses the interests andneeds of researchers and practitioners developing student programs and services in higher education.

Dr. Sax was also recently co-principal investigator on a National Science Foundation-funded project to increasewomen’s pursuit of graduate degrees in the physical sciences and engineering.

In addition to having been awarded a 2007-08 Fellowship from the Sudikoff Family Institute for Education &New Media, Dr. Sax is a recipient of the 2005 Scholar-in-Residence Award from the American Association ofUniversity Women, and was honored with the 1999 Early Career Award from the Association for the Study ofHigher Education. She has authored over 50 publications, including book chapters, monographs, and articles injournals such as Research in Higher Education, The Review of Higher Education, The Journal of Higher Educa-tion, The Journal of College Student Development, and Educational Record. She has served on the EditorialBoards for The Review of Higher Education and Research in Higher Education.

Published by:The Sudikoff Family Institute for Education & New Media

UCLA Graduate School of Education & Information Studies

www.gseis.ucla.edu/sudikoff

2341 Moore Hall, Box 951521Los Angeles, CA 90095-1521

(310) 206.0513

This report was made possible by a gift from the National Coalition of Girls’ Schoolswww.ncgs.org

UCLA Graduate School of Education & Information Studies